i | Pa es AVI] CNW Ieee Mickey Rogers + Joanne Taylore-Knowles - Steve Taylore-Knowles Cesare Menem Cre Mel Aen]Contents Live and Learn age? Teh sh less GM onc ronrienam ines cactons mogsine sae Yangon ue emennces I cur se tering soe aos Taingabouiang PE covmnuncnon sree: nvagngine spe mningoteaing hoe GR cc se win rs or Ji 00 irmatin I reanzsron ano pasone: ng een —— fei neem Describing possessions. LANGUAGE USE: reading an academic text Talking about how you have changed IDENTIFYING EMOTION AND ATTITUDE: shor conversations ‘Talking about childhood memories Tain ebat sine wi LaNctAGE USE aking ab cng fn prs meer Talking about changes in ood preterences ORGANIZATION AND PLANNING: preparing a shor presentation Giving feedback on a presentation ‘ORGANIZING A PARAGRAPH: witnga topic sentence and suppring detals Buying Power Mge 27 Talking about advertising and ads esa THs wih ce ropee Wtenicnsss | ‘Asking pits questons isterng toa complaint Amanee tee ete Secon QM cessing snoorng teres ‘COMMUNICATION STRATEGY: politely insisting Desenbng problems with products. WR) vscxssing rena a sottions LANGUAGE USE: wn opinion | am ee waeeee 4 Voinescomia | TE corer pointes Seance Mten io ST Saals Tobin about geting things done GET esncusce use: racing a yer i Talking about small businesses. IDENTIFYING EMOTION AND ATTITUDE: shor conversations Giving our pinion about products J LANGUAGE USE: talking about an unusval business Tahing about unusual services "ws ope anton apa Talking about problems in ORGANZING A PARAGRAPH (cries "Your conmunty PTI or 0 ce same unin pobtens io coer Poe Enns Through the Grapevine re 47 Tig Aik sk sid DISTINGUISHING FACT AND OPINION: magazine article ‘oral communication Reporting what people said Introducing new topic of conversation LANGUAGE USE: listening to recorded messages ‘COMMUNICATION STRATEGY: ntvoducing a new topic : is 4 (Giving advice } Reporting information about cel phone use LANGUAGE USE: writing about what people said qty INFORMATION AND RESEARCH: poring infrenation Dee Sater Talking about making decisions PREDICTING: short monologues Evaluating advice given by others eevee: trg a ps oa wen PN) kings aps dwn Gall ‘plaining a decision you made I cx oun one si us Designo a at SELFOIRECTION AND LEARNING: becoming mow set-avare }Present perfect + yet/already y take, make, do \ Present perfect progressive 1 ‘Te learning process Intermediate plateau (advance, Stative verbs: eer Spor an exer Tine eresos tn ages. recon, wana om Personal goals ‘ used to Order of adjectives to0/either,s0/nether Memories never/always used to The senses (sight, smel, tc) Me too,/Me neither Food Emotions (anger, boredom, et.) Time expressions (one day, on ‘ny birthday, etc) Article te vs. no article Problems with products Indirect questions Solutions to problems with products By) __Opening phrases used in ‘Advertsing (commercial, a4, inet questions (Do you kaw .? message, et.) ee ae J Online shopping (shop aroun, deliver, etc.) ‘have/get something done Compound nouns: ve /ft+ nde objet lag serena prota Pas paces Hougl ces tac ‘Services (install, clean out, etc.) inl ei la ey " "umber etc.) eas Adjectives to desc | and Serdoes(dissasted. help etc) Reported questions ask, say tell, say/tell+ object, Feelings (sad, indecisive, relaxed, et.) ask Fact and opinion (believe, prove, i/uhether report etc.) Surveys (purpose, results, te) Responding to dilemmas Decisions Global probiems (the economy, ‘mate change, et.) sas speech We atoommunicaion ; , et ‘SOUNDS: /)/ vs. / ed ealiiiseh Talking about embarrassing events I reves: waingsoies Soa eaN IM ree: vos sy om ce Maciemenemaie | | I ence use tng onan chino pon bia sy 4 king 1s | GME occur onc wings sat sty Menges | IE romana est cn an veven Talking about injures Asking for and giving medical advice LANGUAGE USE: listening to a radio quiz show ‘Asking for clarification me ] az 7 I crac srr ing cin 4 aaneaees “a J cm ) ‘SPEED READING: personal anecdote Describing health prob LANGUAGE USE: witing information on a medial form eee Talking about ways to COLLABORATION: working as pat of a team SELF-DIRECTION AND LEARNING: developing our memory remenberiometcn Stage and Screen Mie 97 Tala Re tes GIT icutce use: easing a magazine ance WW cocclesh ees caiee NOTE ARNG od ew Yt TEI rut use: ting ote prermann J Stilton GM ve wine cscs JY) cence nm a 2) cauamerswosestan seme Talking about breaking the rules ‘SPEED READING: TV magazine article caiseher tate wt pat Talking about punishments Talking about unflfies plans ‘and intentions LANGUAGE USE: listening to a radio cal-in show ‘COMMUNICATION STRATEGY: using softening language fo eticism LANGUAGE USE: witing a short story hngedves Analyzing graphs A INFORMATION AND RESEARCH: understanding graphs Talking about unusual obs Just the Job! Psse17 LANGUAGE USE: reading a job ad Ting about wok arte workplace PERE NOTE TAKING: an academic lecture J Aung sagen wih LANGUAGE USE: talking about a workplace J | Taking sot hang our own business 4) eserng our erect workpiece WRITING: wing descriptions J rater ‘ORGANIZATION AND PLANNING: preparing fora job interview Praccng jb interview “regular verbs list, Pronunciation symbols, Communicative Wrap-upe, and Grammar Reference Pagcs 127-143a MT NE PTS GN erring Deron e ic Modals of deduction— Adjective sufoes ut, ess ‘SENTENGE RHYTHM: tg questions smighy/must/could/cant ane eae Me Tag questions i Inteligence ~ be + noun/adjective/ ver ing (10, ens, end prog, te.) = ‘The human brain a Aete-ain,rit-bain, brain cel, et) Past perect Embarrassing events woRDs: /2/ Vero + gerund/infintive ‘Adjectives for describing tories nmuertecteds ey when/by/lreeay/ jst Time exoessions im ‘ero + direct objec + infntve ir 3 cctek ee) re Vets (admit, promise, reuse, ec) =) ‘Things you can read (nove story, folktale, comic book, .) 1s + adjective + ininitve Injuries SOUNDS: /:1/ wish for egrets Health problems and symptoms a H soni. Pars ofthe body » Adjectnes (essential, necessary et.) i! Medical advice cond (rest see a docor, have an xray, et) Subject relative clauses Ata ve performance SOUNDS: /a/ vs. /s/ ‘Object relative causes Adjectives for desenibing TV shows o fslaha ania Lve performances (play, ballet. et.) Ai who, that, whic, where “Wahons (9p opera, sitcom, et) = Charactests of eam pl = (Gaon, sense of amore) = Entertaiment gadgets (oortabie v0 payer et) should/shouldot have Breaking the rules ‘SOUNDS: // ¥5./)/ was/were going to {Good and bad behavior al 1was/weresuppased to Problem teenagers = was/were planning to/hoping to ee cao ee = Pars ofa graph (tile, key, axis, ec.) = GGerund phrases as subject ‘The world of work ‘SENTENCE RHYTHM: and object Phrasal verbs for taking about work Tae ane onealieas n ‘parable and nonseparable a nese eae Adjectives to describe people (create, angry, et.) Common note-taking abbreviations = Adjectives to describe the workplace (quiet, color, ee.)In openMind 3 you w talk about learning in general and in your experience talk about things you have been doing lately tiscuss personal action pans. describe some of your personal possessions. talk about how you have changed. talk about your childhood memories. identity similarities between yourself and ther people. ask polte questions ‘escrine problems wit products and services. talk about possible repais and solutions. ‘make complaints. talk about getting things done. {ve your opinion about products and services. describe products and services. talk about communication est ibe what other people have sai to you. report other people's experiences. talk about making decisions. talk about dilemmas, discuss your hopes and wishes. ) explain a decision you made. talk about inteligence and the brain. discuss how to work out @ puzzle. check to see if you have the right information, > speculate about what you see. talk about evens inte past. sk for more information ‘ve your opinion about a story. describe stories and songs. talk about injures. ask fr and gve medical advice. > describe health problems, describe egrots. talk about ve performances and entertainment {gv information about people, places, and tings. escrine TV shows and movies, talk about breaking the rules. citcize past behavior talk about punishments talk about plans and intentions you had in the past talk about work and the workplace, evaluate job candidates fra position. practice a jb interviewHII Ee we- 11) A Very often, life is referred to as a road or a journey. Look at the photos and decide which road best represents your life, and why. Explain your ideas to your class or group. “The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination.” Don Williams, fr., wovelist Map out your future—but do it in pencil. The road ahead is as long as you make it. Make it worth the trip.” Jon Bon Jovi, n “Two roads diverged ina wood, and I-I took the one less traveled by, and that made all the difference.” Robert Frost, poet 8 [ed Read the three quotes about life above. Which one do you like best? Why?1 Vocabulary: take, make, do ‘A Write each phrase in the correct column of the table. 1¢ off from schoo! or work a donation to a charity, a big mi volunteer work a very important exam eo fd do a video something artistic an important step in your life 8 [BY Work in pairs. Find out which things in Exercise A your partner has done. Ask for details. Have you ever taken a very important step in your life? B: Yes, Ihave. | got married. ‘A: Wow! How long have you been married? a Language In context Listen to the conversation. Check the things Tony has done. : Ten things to do before you're 4 () 1 Take a really coo trp. 6 Do something physially adventurous. 2 Do something artistic. TF 7 Go backpacking 3 Have an awesome party 8 Do volunteer work. TD] 4 Have an unusual job. 9 Date someone who isn’t your “type.” 5 Do something extremely romantic. 10 Go to an amazing concert. ae SS ee B Notice Look at the examples in the table on the next page. Circle the correct options to complete these rules. 1 Weuse already in ... a) affirmative statements, b) negative statements.) questions. { Ininformal English, people 2 We use yet in... often use the simple past with a) affirmative statements. b) negative statements.) questions. aise /YeE EE DiS VON ES YER?We use the present perfect with already to say we did something before it was expected, ‘or to emphasize that we have done something. I've already taken a coo! trip. Have you already done that? Yes, | have./No, | haven't We use the present perfect with yet to ‘emphasize that we haven't done something, but that we're going to do it. 1 A:So, have you had an unusual job (1) B: No, not (2) 2. A: You need to live on the beach once in your life. B:I've @) last summer. 3 A: Have you (4) this year? B: Yes, I gave some money last week. 4A: Have you taken an important exam (5) B:No. I've (6) haven't taken an important one (7) A: Have you ... yet? B: No, not yet,/Yes, | have. Two years ago, |... ‘I have already done volunteer work, XK | already have done volunteer work. Pronunciation: /j/ vs. / / 12) Listen to these words. Notice the difference between the pronunciation of the letters yand j. Practice saying the words. ¢ Practice Complete these conversations with already and yet. done that. I lived on the beach made a donation to charity taken a few small exams, but I EJ Now you do it Work in groups. Ask and answer questions about the things on the list in Exercise A. haven't done that yet. Have you done that yet? Yes, | have./No, | haven't /No, not yet. 2 BE work in pairs. Practice these sentences. Make sure you pronounce y and j correctly. 1A: Have you talked to Jess yet? B: Yes, Ihave. 2 Idon’t like egg yolk. 3 Is your friends name Jess or Jack? 4 Have you flown on ajet yet? 5 Do you know a good joke?A FBG Work in pairs. Discuss these questions. 1 Apart from English, what other things are you learning right now? 2 What do you like about leaning new things? What don’t you like about it? B Read the article. Underline the topic sentence in each of the two paragraphs. What is the main idea of each paragraph? ie Intermediate Plateau arn to do something, there are times coors and other times when we advance more cally, the intermediate level i if _ isa period when we make less progress than we dd at Tels, i 3 ner levels. Ths is truein learning anything—a esos Seer Hint port, ora new job. At the intermeciate level, “pr slower because we are focusing on (ania pee inom | more complex details than we did at beginner levels. Conscious compatence ___ This is the time ‘ ;people become frustrated f a peo Because most people take along time to advance clan nancial in anything they ‘Level 2: Lower intermediate i e ren refer to this stage as the Conscious incompetence | mma a Terese town Deel hep leamers Level 1: Beginner | understand the stages of learning. They should be ‘Unconscious incompetence aware that their slow progress at intermediate levels is. ae almost bd node! that in oder eft have tobe concious _ Diagram 1: The Conscious Competence Ladder now and what we do not know. Then we ‘can develop competence, or the abilities we need to do something, In the frst stage on the ladder, competence,” we are much more competent, but we still “unconscious i ie sonet ovis have to concentrate and work very hard to be able to sme orn things ew nd ware aac compels Sones sine an erven ing, so we advance quickyin the seem ike too much workt However, if we don't give up, tor “conscious incompet knowhow we wl finally reach the last stage, “unconscious mM n't know! This can be Bocuse there fs so much t rating eee “At this stage, our new skills are habits. “completely incompetent. Int mand we fee! id have become automatic, We don't have to thi ge, “conscious qa -< = Work in groups. Discuss these questions. 1 At what level on the ladder do you think you are in English now? Does everyone in the group think they are at the same level, or are there differences? 2 How do you feel about the progress you are making in English? 3 Think about other things you have learned. How did you feel during the different stages of learning? Did you reach an unconscious competence level? If not, why not? | | | | | |‘When you want to become relly good at something, you have to try much harder than if you just want to be faily competent ati. It doesn't realy ‘matter what you'r learning; the principles are the same. People who reach ‘an advanced level in a sport, a language, or any other skill have several characteristics in common. Fist, they push themselves beyond their ‘comfort zone. in other words, they take risks and ty thing aitle beyond their abilties. Second, they don't give up during periods when they don't progress. Third and finaly, they measure their progress often by competing oF taking exams, and they learn from their mistakes 1 comport zone , fa situation, place, or temperature that you feel relaxed in 2 your progress, v, to check development or improvement 3 ‘yourself, to make a determined effort to do something 4, to stop trying to do something go to develop or improve 6 to do something, although you know that something, unpleasant or dangerous could happen B Complete the sentences with correct forms of the phrases in Exercise A. 1 Iwas trying to learn to paint, but I was terrible at it and I finally 2 Iwant to run a 10 km race, so 1 ‘myself to run a lot more right now. 3 You can run short practice races with friends to _________ your progress 4 Successful people are usually not afraid to and try new things. 5 You will not _______inanything if you do not move beyond your Language use: listening to some advice ATES Work in pairs. Discuss what you think a person has to do to progress from an intermediate level to an advanced level in a sport. B EB) Listen to a conversation between two people about the intermediate plateau in tennis. Make a list of the advice that Joe gives. © BE work in pairs. Discuss these questions. 1 When you are learning something new, do you usually push yourself, or do you tend to stay in your comfort zone? 2. Have you or has someone you know ever taken any risks? Was the result positive or negative? 3 When you are learning something, do you prefer to measure your progress rarely oF often? 4 Have you ever given up on something you were trying to learn? If so, why?A Language in context Read the e-mail. ‘Why hasn't Melissa written to Sean lately? To: seandavis@mymall.mac.wd From: melissaevans@mymall.mac.wd Subject: My news Hi, Sean, I'm sorry I haven't written for ages. My life has been pretty crazy! I've been doing volunteer work for about a month and, let’s see, what else have I been doing? Going to the gym, seeing; my family when | can, playing squash on the weekends ... Oh, yes, and I've met a guy I like a lot! We've been going out since January and we have a really good time together. He’s been studying for his medical school entrance exam, 0 we haven't had much time for dates! Let's see how it goes ... Anyway, write and tell me everything! Love, Melissa B Notice Look at the e-mail in Exercise A again. Write present perfect or present perfect progressive to complete the rules. 4 Weuse the ________ to talk about an experience in the progressive form: ‘These verbs are not usually used ‘orevent that happened at an unspecified time in the past. believe, preter, remember, 2 We use the —____ when we want to emphasize hate, ka, Know that an activity continued over a period of time and may be unfinished. have/has + past participle have/has + been + verb -ing I've made three friends since | moved here. We've been going out since January. Watch out! ¥ Ive been working here since July. X rm working here since July. | © Practice Complete Sean's answer with the present perfect or the present perfect progressive of the verbs in parentheses. In some cases, either form is correct. Hey, Melissa. 3 No problem. 1(1) __ (be) really busy, too. My cousin opened a new store, and 1(2) ______ (make) promotional videos for him. Also, I started going. out with someone. We (3) ____ (date) since August. Actually, we (4) —_____ (no see) each other lately because she’s taking a course in England, What else? 1 (5) —__________ (study) a lot. Oh, and Ihave anew car! I (6) —____ (have) it for four months now. It’s small, so it’s easy to park! Anyway, gotta go. Let's get in touch for a lunch date. Love, Sean [KY Now you do it Work in pairs. Follow the instructions below. + Student A, think of something that you have been doing recently and how you feel as a result. + Tell Student B how you feel (don’t mention what you have been doing). Student B, ask questions to guess why Student A feels this way, Stuclent A, answer Student B’s questions. + When Student B guesses correctly, switch roles. A: fee! realy tired right now. B: Really? Have you been studying hard recently? A: No! B: Have you been going outwith friends @ fot?‘a Speaking: encouraging the. ‘Amy! Oh my gosh, I haven't seen you in ages! Wow, Jody, hi Yes, it’s been at least two years. So, what have you been up to; Well, 've been studying a lot. I'm doing a Master’s degree in chemis (1) You are / You do? That's impressive! I'm not in school anymore. I've been working for a small design company since I graduated. Jody: Oh, 2) you are / you have? Excellent! ‘Amy: Well, the job isn't that great, actually. Jody: (3) [bis /It isn’t? Why not? ‘Amy: The company is really small, and the work isa little boring because ipany is really 8 = my boss, Alan, doesn’t let us take many risks in our designs. (4) He doesn’t / You don’? That's too bad. Yeah, well, it's OK for now. Anyway, what are you going to do with your Master's? Jody: Oh, I want to do medical research. LCE ‘Amy: (6) You do / want? Wow! Listen, Ihave to go, but let’s keep in touch, OK? _|_ What have you been doing? You have?/You did?/You are?/ Jody: Yes, definitely. ‘pas 8 BE work in pairs. Prepare a role-play about running into an old friend. — | you rory fauna Include several short questions. That’ great/excellent/too bad. ¢ [J act out your role-play for the class or another pair. A Read the journal entry. Guess who wrote It. a) a movie director b)a soap opera actor ¢)a novelist Thaven't been waking wusch progress lately. The characters dt seewe real atid the story is auch 1 oucetines thane I wand to give ths up and write sone serious literature. Ofcourse, ve sade a lot of wonay frome writing these silly love sorte, so maybe 11 continue for a while Tt definately in my comfort egne-it’s easy to write them, but it’s boring, too! Maybe I weed to take some time off after this one, atc do sencething completely diferent. I don't ore what thorgh. ‘HOME! How to say it (Mle haven't... yet because .. (le have been .. Tve/We've already B Think of a famous person, living or dead, that you know something about. Write a short journal entry by that person. ¢ J work in groups. Read your journal entry. Your group should try to guess the name of the famous person who wrote it.Organization and planning: setting personal goals * Identity a specific goal * Think of steps to help you e your goal. your g * Make a realistic plan. A Read the information about setting personal goals. Then check the areas that are most important to you. eve #92 RTE ery personal goals can help you cary what kind of life you want inthe future. You (not have to make decisions about the rest of your life all at once! It's better to set for a shorter period of time, for example, for the nest five years. Fist, think about al the things you would ike to achive in that time. You will probably have along ist! But you need to be realistic, so choose one or two things to focus on, Once you have Identified a specitic goal, you should break that goal down into smaller step that will hap you reach your goal. Smaller steps are easier to achieve and will help you stay ‘motivated to continue working towards your goal as time passes. i What Are Your Goals? aweation: Do you want to get or fish a degree? Do you want o study a job-tlated subject ke cooking or mechanics? ‘Career: Do you want to acvance quickly in your profession? {sit important to you to earn a tot of money? Family: Do you want to gat married? Have children? ‘Take care of an elderly relative? Relationships: Do you want to have or maintain a serious love relationship? Do you want to make more friends? LUfestyle: Do you want to work/study less and enjoy life more? ‘Do you want to have a healthier or greener lifestyle? Persanal development: Do you want to read rnore? Take course in personal improvement? ‘Sports or hobbles: Do you want to spend more time doing, a sport or hobby? Do you want to start a new hobby? Do you want to compete in something? Public service: Do you want to make the world, ‘or your community a better place? —————— B Now choose the one area that is most important to you. Think of a specific goal to achieve In that area. Write a short personal goal statement. Personal goal statement: ual focus om education: I vwant lo get a Master's degree i IT¢ [J Work in pairs. Read your goal statements to each other. Then br of intermediate steps to help you reach your goal. Include information about how long each step will take. Main goal A Master's in IT (start 2 years from now) Take ax. online ITecours — Stialy- harder to graduate with high grades—next 2,years Find out about diferent [graduate proqramsend of next year Decide on an arca of specialization for a Master’s—¥ (programming) Apply to several Master’ programs—senior year i Step: next summer bodddd D Organize your steps into an action plan in chronological order, similar to this example. Make any necessary changes to your list from Exercise C. in fve years, = next semester/summer | [iain goal] cot a Masters degree nT Start 2 years HOM OM | by ae ond of ‘Study harder to graduate with high grades, The next 2 years ‘over the next Ive already five been pecs rey ees @ ec abediarer a heccers; [Daw iomesorire) | Fa dation aban gatas noaaia® [Benne jee Soros Nt aia | Apply to several Master’s programs Fall semester of senior year E [explain your plan to your partner. Make further suggestions about each other's plans. ST Hove you. yet? Maybe you could also Another thing you could do is Reflect... P| What are the advantages of setting specific goals?‘A Complete the conversation with the correct forms of take, make, and do. (5 points) I'm so tired. I really want to (1) _______ some time off and, you know, (2) some volunteer work or something. Lisa: But don’t you have to (3) _______ your graduate school entrance exam soon? Yeah. I hope I'm not (4) ______a huge mistake by going to grad school so soon. ‘Well, it’s an important step to (5) _______, but I'm sure you're going to love it. Thope so! B Complete the career advice with the phrases in the box. (5 points) take risks give up comfort zone make progress push yourself Keys to professional advancement Are you tired of seeing other people get promoted? Do you want to (1) ______ in your job orcareer area? A career is like a sport—to advance, you really have to (2) ______ todo more. You can’t stay in your (3) _____. You have to (4) ___________ and try new things. If you haven't advanced in your job as quickly as you would like, don’t (5) —_________! Take our two-day seminar and get the keys to success! SCORE: ( nN ! ‘Subject: Lite at college Hi, Mom and Dad. Well, I've been in college for two weeks now, and I (1) like /am liking it. 've (2) ______ 3) met /been meeting some nice people. I went out with some of them last weekend. OF course, I've (4) studied /been studying a lot, too, so don’t worry! haven't (5) had /been having any exams (6) —______, but I think 'm going to have a chemistry exam next week. Mom, have you (7) bought /been ‘buying my new sheets (8) _______ 2 I need them, so please send them soon. I've (9) used /been using some of my roommate's sheets, but I don’t like them! Also, I've (10) _______spent most of the money you gave me, so maybe you could send a little more, Sorry this is short, but I have to go. My friends are waiting for me! Love, Pete SCORE: /10But LTR iy ‘A Check the child (or children) that seems the most ke you when you were little. It doesn't matter if he or she is a different gender from you,Vocabulary: order of adje es A Look at the examples. Write the phrases in the correct order in the table. Pe Ale kel a ie heavy pink vinyl chair an vay use |rea | plastic | alarm clock ny beautiful long | straight | brown “hair 1 her / brown / beautiful / big / eyes 2 preity / a /ssilk / blouse / yellow 3 my / emerald / pretty / square / ring / light green 4 orange / leather / shoes / fantastic 5 kid / an / short / unattractive / skinny B Think of two more phrases and write them in the table. [work in smait groups. Play “The Chain Game? Follow | the instructions below. + Write a description of one of your possessions when you were younger. Use at least three adjectives | hada tiny square siver cloth purse. * Choose a student to start the game. That student says a sentence. + The next student repeats that sentence and adds another sentence. To continue the game, each student repeats the previous sentences and then adds a sentence. Sonia had a tiny square silver cloth purse. George had a large black laptop. | had @ dolicious round green apple. + Listen for errors in adjective order. If you hear an error, say “STOP!” Help the person correct the sentence Does Kim look the same now as he did in high school? Bonnie: Is this your high school yearbook? Kim: Yeah. Here's my senior picture, Bonnie: ‘That's you? No way! You used to have beautiful long hait! Yeah, | used to play ina band and it was cool to have long hair. You did? Did you use to play at parties? ‘Yeah, parties, and sometimes school events. That's 90 cool! : Well, we weren't that great. Imean, we didn’t use to give ‘concerts or anythingB Notice Read the conversation in Exercise A again. Circle the correct options to complete the rules. 1 Used to refers to. 4) things that were true in the past and are still true in the present. 1b) things that were true in the past, but are not true in the present. 2 The verb after used fo is in the .. a) base form, b) ing form. You can use never and always with used to: e.g. My brother always used to get up realy ealy. | never used to get up before 11 a.m. on weekends. © Practice Complete the conversation with the correct forms of used to. ‘A: Do you think you've changed a lot in the last five years? B: Yeah, a lot. didn’t (1) _______ work full time, so Lhad a lot more time to party. ‘A: Yeah, me too, Also, I (2) ______ date a lot of different girls, but now have a girlfriend. B: Well, that’s cool A : Yeah, we'll probably get married. Anyway, remember [never (3) __________get home before 4a.m. on weekends. ‘Yeah, Lalways (4) ________ stay out late, too. Where did you (5) _____ go? > Tollive music clubs, mostly. I (6) —_____ go to musicSpace a lot: They always had great bands. Now you do It Work in pairs. Talk about what you used to look like and things you used to do five years ago. Use the conversation in Exercise C and the Ideas below to help you. * clothes * hair * possessions * weekend activities + vacation activities Listen to these sentences. Notice that d in used to issilent. A: What clothes did you use to wear when you were younger? B: Tused to wear really baggy jeans. Work in pairs. Ask and answer these questions about when you were younger. 1 What food did you use to hate? 2 What did you use to watch on TV? 3 What music did you use to listen to?Teper Speaker 2 Speaker 3 Speaker 4 Speaker 5 11 speaker 6 D boredom E uncertainty F nervousness: B [) Listen to these short conversations. Circle the correct emotion or attitude. 1 The man feels sad /nercous 3 The woman feels bored / uncertain 2 The woman feels angry /excited. 4 The woman feels bored / sad. ei, A Read the blog. Circle the sense which is NOT mentioned. a)sight b)smell tasted) touche) hearing PAnswer This Question} Quesrion: WHAT MEMORIES DO YoU ASSOCIATE WITH SPECIFIC THINGS? {i's rom now ceRtAn siohTs, SMELLS, TASTES, OR EVEN SOUNDS CAN BRING BACK MEMOREES OF YOUR CHILDHOOD. Fon UNL, THE SNELL AND TASTE OF FES CHOCOLATE CAP COOKE ALWAYS REMIND ME OF Mf WOM BECAUSE SHE se To make THEW ALOT WHEN WAS UTIL, A HeaRG Bay SCARS” SONG, "TOW" MAKES ME THI OF HGH SCHOOL 140 THE eno | a0 THERE, AO LET'S SEE... WHEN T SEE A BEAGLE PUPP, | THK OF my FR O00. HE WAS ‘s BACLE mx naweD BOW. | CAM CARLY REMEMBER WHEN | GOT ML WAS SO EXCITED. IF WAS MY ECHTH BIRTHDAY. He wes SO caret Navas, Caroma B [4 complete the sentences with your own ideas. Then work in pairs and compare your sentences. 1 The smell of —_____ reminds me of — 2 The song —____ brings back memories of 3 The taste of —___ makes me think of __ 4 Asa young child, I can clearly remember when ee Ta OE eeLanguage use: reading an academic text FB work in groups. Discuss these questions. 1 What are your favorite smells? 2 Do you remember any smells that you used to love when you were a child? B Read the text and answer the questions below. The Nose Knows Almost everyone has experienced vivid memories associated with smells ‘Smell memories are so strong that they can transport us immediately to the past. You smell a certain perfume or cologne and you are suddenly with an old love again. You smell popcorn and you are a child at a local fair. We often forget an experience until we smell something strongly associated with it; then we can suddenly see and hear the whole experience and feel the emotions that we felt. It's as if we are having the experience again, Obviously, humans have a much weaker sense of smell than many other species. For example, humans have about 20 million smell receptors, while a bloodhound has 220 million. The sense of smell helps animals find food, recognize danger, and recognize other members of the same species. When humans developed higher cognitive abilities, the sense of smell became Jess important for survival. So why are our smell memories so strong? The answer is in our physiology. The sense of smell ‘exists in the olfactory cortex in the brain, The reason that we usually have strong, ‘emotional responses to smell memories is that the olfactory cortex isin the brain's limbic system and close to the amygdala, which is also the center of emotions. Researchers have done experiments to ‘compare smell stimuli with other stimuli as memory cues, With visual cues and. word cues, people tended to remember things that happened after the age of 10. With smell cues, they remembered many more things from early childhood, This makes sense, of course, as the sense of smell develops in babies before the higher cognitive senses of vision and later, words. 1 What is one important characteristic of smell memories? 2 Why do humans have a weaker sense of smell than other species? 3 Why do smelis often help us remember things from a very early age? © BB work in groups. Talk about your own “smell memories” The smell of flowers makes me think of my grandma. She had a beautiful flower garden.ler; so/neither fD) Language in context Listen to the conversation below. What do Laurie and Dan have in common? Look at those people roasting burgers and marshmallows! Ilove beach picnics! Yeah, so dol. ‘That smell brings back memories of my childhood. We always used to have picnics on our family vacations to the beach. ‘Yeah, we did, too, but I didn’t like it when sand got on my marshmallows! didn’t, either. But I loved roasting them! So did I. You know, I haven't roasted a marshmallow since then, ‘Neither have 1.1 know! Let’s have a picnic tomorrow, with ‘marshmallows and everything! It will remind us of when we were kids! B Notice Look at the examples in the table. Circle the correct option to complete the rule. We use so, to, either, and neither to express ... a) similarity. b) difference. So + auxiliary + subject, ‘Neither + auxiliary + subject ove beach picnics. | So dot. | can't swim. Neither can | They had a good time. | So did we. Thaven't roasted a Neither have | ‘marshmallow since then. ‘Subject + auxiliary + too Subject + auxiliary + either | love vacations. do, too. Jim isn’t going to the beach. | Paul isn't, either. We used to have picnics. We did, too. | didn’t like it when sand got| | didn't, either. on my marshmallows. In informal situations, you can use Me, to0 or Me neither: e.g..A:/ didnt use to like broccoli. B: Me nelther. A: | used to get up early. B: Me, too! ¢ Practice Complete the conversations with phrases using so, too, either, or neither. 1 A: When I see the ocean, [ think of my first vacation. Bi I 2A: We didn’t use to go on vacations, B: We 3A: My dad forgets everything! B: My dad —_____ Cnr ‘A: don ike swimming, YB: dont either,/Nelther do XB: dont like swimming oo. 4 A: Tdon’thave a lot of pictures from my childhood. B: 5 A: [can clearly remember the day I started school. B: 6 A: I've forgotten a lot of things from my childhood. B: Now you do it Complete the sentences so that they are true for you. Then read your sentences to other students and try to find people who are similar to you. el several fries, a several times. [nn “To show you are diferent: igureyeepsing i. Actvenever.. B: Really? have. 4 Tused to ‘A: dont ike... B: Realy? I do. ‘As tm going to. B: Really? not. A:lusedto... B: Really? | didn't 2 Idon’t likeLanguage use: talking about changes in food preferences A[M)) Listen to the interviews. Circle the correct options to show what the people liked and didn't like when they were young. 1 The man liked /hated spinach when he was a child. 2 The woman used to like sandwiches with peanut butter and jelly / peanut butter and butter. 3 The man didn’t like hamburgers and pizza / vegetables when he was young. B FRY Work in groups. Discuss these questions. 1 Compare the foods that you used to like and dislike a8 child. Do you like or dislike these foods now? 2. Did you have any unusual food preferences when you were younger? A: | didn't use to lke shrimp or olives. B: Neither ad, but now Ike Both of them! ©: When was @ kid, | used to love broccol B: You did? | aidn't! And | don't realy ike ft now, either. Writing: organizing a paragraph raph should explain or give more information about the topic sentence. Skea A Read the paragraph and underline the topic sentence. Cross out the sentences that do not relate to the topic. = _|— —— i v% = |__-My-favorite childhood memory is when | got a punpy. Las about sp] Sears ot a Lreally wanted a dog. My tle brother was born _ = iat year. One. day. my dad brought te puppy. | was $0 ewclted! named her Tnker for Tinker Bellin Peter Pat -She.aliays used to sleep on my bed, and when twas older we.went me lite black ang SB cerpuhers tngetter My brother gota kitten when he was five Ter SR __| was 3 yeare old when she. died, and {really missed her because she, | wes ny best fiend __ . B Write a paragraph about your favorite childhood memory. Follow these steps. + Choose a topic, Write a topic sentence in your notebook. Cn *+ Under the topic sentence, write four or five details that you want to include in your paragraph. You do not have to write complete sentences. ‘+ Write your paragraph. Make sure the supporting details are in a logical order. Use linking words and time expressions. Linking words: and, but, iso, 0, because Time expressions: Fist, fter that, Finally, One day, On my birthday © Swap paragraphs with a partner, Read your partner's paragraph and answer these questions. 1 Does the topic sentence clearly state the main idea of the paragraph? 2 Do all of the other sentences relate to the topic sentence? 3 Are the supporting details in a logical order?Organization and planning: preparing a short presentation * Choose a topic and brainstorm ideas about it * Decide which ideas you want to include and organize them. * Practice your presentation and make any necessary changes. A You are going to prepare a three-minute presentation. First, choose a topic and select one aspect of that topic to talk about. Brainstorm ideas on the word web. Family memories A positive life change | My first pet Then and now * Weekend activities |* Why Idecided to change |» How Ipersuaded my | + Possessions + Aspecial vacation |+ My life before and after | Parents togetapet | « Male and female roles +» Brothers and sisters |* How Imade the change |" Thingsmy petandI | + Fashion. used to do + How I trained my pet B Select a few points from your word web and write then on a piece of paper in the order you want to say them. Add details, if necessary, but don't use complete sentences. Weekend activities: once a month~beach© Practice your presentation on your own. Follow the steps below. + Practice the whole presentation and time yourself. You have three minutes! + If your presentation is too long, delete some information and time yourself again. * Practice one part ata time to help you learn your presentation. Remember, you want to sound as natural as possible. One of my favorite weekend activities was going to the beach, My family and | used to go to the beach once a month, DEBS Work in pairs. Give your presentation. Your partner should listen carefully and complete the evaluation form. Then swap roles and repeat. a sm Was the talk three minutes or less? Yes / No Was the talk interesting? Yes / No Did the speaker speak slowly and clearly? Yes / No Did everything in the talk relate to the topic? Yes / No Should the speaker add more information? Yes / No Does the speaker need to delete any information? Yes / No © FY Look at each other's evaluation forms. Then help your partner revise their presentation notes. (oo | thought your presentation was | think you need to | didn't understand the part about Maybe you should give more information about... | think you should delete the part about. 2 flor EW cive your revised presentation Reflect.. to the class, “i 25A Write the adjectives in the correct order to make sentences. (5 points) 1 1 gave my mom a (white / small / glass / round) —____ bow. dress? 2 Do you like that (silk / long / straight / gray) 3 Where's my (leather / black / cool) —____jacket? 4 Twant two (enormous / beef / delicious) ——________________ burgers. 5 T used to have (beautiful / long / curly) ______ hair. B Complete each sentence with the correct form of a verb from the box. (5 points) (con ting remind tink mate) 1 Whenever I smell roses, it ________ me think of my mom. 2, | _____learly remember the first time I went on an airplane. 3 If 1 smell freshly cut grass, 1 ____________ of my dad. 4 The taste of popcorn —_______ me of going to the circus. 5 The smell of pine trees back memories of my grandma’s house. Complete the conversation with correct forms of used to and responses with so, too, either, and neither. (10 points) Jenny: So did you (1) _____ play with dolls when you were little, Sofia? Not really. I didn’t (2) —_____ like dolls. No.1) Actually, Hoved animals. ¢ Oh, (4) L16) hhave.a cat, and she was my best friend, y: You had a cat? I (6) —_________! Her name was Fuzz. She was black and white. | ‘Oh, my cat (7) —_______! She (8) ___ follow me everywhere. () ——____ myeat! don’t have any cats now, though. (10)this? Do you find them interesting and ? Explain why. B [RY think about your own town or city, Are there lots of ads, or very How do you feel about the amount of advertising around you?e vs. no article TOE AN aT Read tis atte. How A Language in context does thi foe! Moss Levinson produces his own, commercials. He writes and stars in the "commercials himself and they are filmed ‘on a small vdeo camera. Apart from the cost ofthe camera, he has spent almost ‘no money on them. So how does Joe! make money from the ads? ‘Companies today realize that they need to use new media, such as videos on You Tube™, to advertise. “The videos have to be funny and appeal eat ‘to ayoung audience, so the companies run competitions to get them. The competitions are for home-made videos they can use as ads, That’s where Joel ‘Moss Levinson comes in: his crazy sense ‘of humor is perfect for the Internet. He's ‘won over $200,000 in money and other prizes, including trips abroad. So look out for competitions, and who knows? Maybe you could become an Internet star! B Notice Read these rules for using articles. Then find one more example of each use in the text in Exercise A and write it in the table. when we are talking generally. Use no article before plural nouns Companies today ... .. including trips abroad. (a Wwe are talking about a specific Use the before a singular noun when Apart from the cost .. thing. | (2) are talking about speci Use the before plural nouns when we things The videos have to be .. 8) ¢ Practice Circle the correct word or phrase in the ad. We believe that (1) young people / the young people have lots of interesting ideas, and we want yours! We want you to think of a new ad for Jupiter Chocolate. (2) Ad / The ad will run on (3) internet /the Internet and will be aimed at (4) people /the people ust like you. We have lots of (5) prizes /the prizes to give away. (6) The prizes / Prizes include a trip to Las Vegas and several cash prizes! stars in the commercials himself CE ‘When talking generally: WT ads are expensive. X TeTV ads are expensive. So send your videos to (7) e-mail address / the email address below. We'll announce (8) winmers /the winners right here on this Web site! Now you do it Work in pairs. Talk about what would make a good ad for the competition in Exercise C. Cor Young people like ads that are The ad will be on the Internet, so it should. We could use .. / make a video of.Reading: reading for the main idea Boe th, there is a main idea, or general theme, for the whole text. Each ‘the: whole text, but also has its own main idea and supporting details. A Read this article quickly. Circle the title that best expresses the main idea of the whole article. 1 The History of Advertising 2 Understanding Advertisers’ Methods o_ ® According to some statistics, the average American J Another technique isto present a problem and the sees, hears, watches, or reads about 3,000 solution. Want more fiends? Need more money? ‘advertisements every day. On the Internet, on Try our product. 'm sure that most of the time we radio and TV, and in newspapers, we are didnt now we even had that problem before we surrounded by messages telling us what to spend saw the ad, Still, we listen, and we go out and buy ‘ur money on. Very few of us stoptothink about the produc. how they work. @ Advertisers use a numberof techniques to persuade us to buy their product. One technique {sto use a metaphor. Tis involves using one thing—such as an image—to suggest another thing. For example, putting a picture of green fields and mountains behind a box of laundry detergent suggests to us that i's good forthe environment. This may or may not be tue, but it doesnt matter because we remember it anyway. eo ‘Advertisers also know that people can't resist getting something for nothing. They offer us 50% off, of buy one, get one fee. This can bea very Dowerful method. Instead of telling us we are spending money, the ad tells us we are saving money. Ofcourse, we're really spending money, but we think we're saving Look at the next ad you see care How does it work? B Read the text again. Match each paragraph to the heading below which expresses the main idea of the paragraph. a) The Power of Suggestion ©) Creating a Need ) An Offer You Can’t Refuse ) A Constant Stream of Messages © Look at each paragraph in Exercise A again. Underline key words and phrases which helped you identify the main idea of the paragray h. Compare in pairs. [B9 Work in groups. Think of ads that use the techniques described in the text. Discuss how each ad works. Pronunciation: /1/ vs. /i/ AE) Listen to these pairs of words. Notice that the sound /1/ in the first word Is shorter than the sound /i/ in the second word. 1 fill feel Bit eat, 5 slip sleep 2 grin green 4sit seat 6 still steal B Work in pairs. Practice saying the words in Exercise A. Listen again and check.‘indirect questions alip] Language in context Listen to the conversation below. Where can the customer buy the CD? Assistant: Good morning. How can Ihelp you? Customer: Hi. I'm looking for the new CD by Insanity. I think it’s called Deathish, Do you know if you hawe it? T'm sorry. We did have it, but I'm afraid we're sold out. ‘Oh, that's a shame. Can you tell me when you'll have itin stock again? ‘We have a delivery on Friday. If you need it sooner, you could order it online. ‘That's an idea, Could you tell me what the address of your Web site is? Sure. I's www.cdsuperstore.com, ‘Thanks a lot. No problem. Have a nice day. B Notice Look at the conversation in Exercise A again. Complete the examples in the table. Indirect questions have an opening phrase before the main question. They are more polite than direct questions. After the opening phrase, do not use question word order. direct question | When will you have it in stock? (4) —_____ when yout! have it in stock? indirect question (2) _____ what the address of the Web site is? direct question | Do you have it? @) ‘you have It? Indirect question Could/Can you tell me if/whether you have it? (opening phrases used in ndrect questons include: ) Do you know ..? Can you tell me ..? In yes/no questions, include t/ | whether ater tne opening ph Could you tell me... Do you have you any idea ‘ ei OE © Practice Write indirect questions starting with the phrases given. 1 Do you have this in a bigger size? Do you know if you have this dx a bigger size 2 2 Where's the nearest ATM? Do you know 2 3 Do you accept credit cards? Could you tell me Sh 4 How much is this? Can you tell me = ToT 5 What's the e-mail address? Do you know ¥Couid you tel me when the store closes? 6 What's the total cost? Could you tell me XK Could you tel me when 7 Who is the manager? Can you tell me does the soe close? 8 Isitavailable online? Do you have any idea Now you do it Work in pairs. Think of five questions you want to ask your partner, and make a note of them. Ask and answer each other's questions politely. A: Could you tell me what the last CD you bought was? B: Of course. The last CD I bought was ..SS B IP) Listen to this ad. What advantages of shopping in person in a store does it mention? © Write a short paragraph about whether you prefer shopping online or in a store. Give reasons. Vocabulary: problems with pro Whether is CDs, DVDs, books, dlthes, or even bigger purchases like cars, we've all bought things online. Or if you haven‘, then you should, This is the 21 Century, after all! it's a great way to ovoid standing in line, and ifs much easier 10 shop around forthe lowest prices. Andis 30 convenient. You can shop whenever you want, not only when the store is open. And you don't have to carry all your purchases back home. Everything is simply delivered right fo your door. ‘So what are the best online shopping sites right now? We asked Imran Patel to check some ‘out. He identified ten sites that he feels are -among the best ‘A Write the correct phrase from the box under each picture. hes 1 When I try to turn the camera on, nothing happens. 2 Twanted a pink cell phone, but they sent me a blue one. 3 There should be a DVD of extras too, but there's only one disc in the case. 4 Twas trying to put a new game into the console when part of the plastic fell off! 5 asked for the latest model, but this one is at least 18 months old. 6 I'll take it back to the store and see if they have an extra-large. Work in pairs. Read what these customers say. Use phrases from Exercise A to describe the problem.7 Language use: listening to a complaint A) Listen to two conversations. For each complaint, complete the employee evaluation form. Employee Evaluation Form Employee Evaluation Form | Reprebenauvename: Kieron | Representative name: Gavoline Product: | Product: Mattipoobienwiee Bu | Mainproblenees | a | | | Overall evaluation of representative: | Overall evaluation of representative: | Excellent] Satisfactoryl_] Poorl] | Excellentl_] Satisfactory] Poor of each customer service representative. Vocabulary: solutions to problems with products ‘A Match the problems to the solutions. There is more than on solution for each problem. 1 It doesn’t fit a) Repair/fix it, 2 Ttdoesn’t work. 'b) Exchange it for one in red/green, etc. 3 It’s the wrong color. ©) Supply the missing part. 4 There's something missing 4) Exchange it for the right one. 5 It's broken, ©) Exchange it for a larger/smaller size. 6 It's the wrong one, ) Replace it. Customer Tis Taher was bough adn gia Gull’ meal ae e We'll be very happy to Customer: When I opened the box, I realized that there should be a case for the camera, but it wasn’t there. Salesperson: I'm sorry to hear that. Of course we'll ___ immediately, Would you like us to mail it to you? ordered a cell phone online. The picture on the Web site was definitely silver, but the one 1 got was black. Salesperson: Just mail us the one you have, and we'll be happy to4 Customer: Salesperson: 5 Customer: ‘Salesperson: 6 Customer: Salesperson: Thought this DVD for my brother's birthday, but when I got home, I realized that he'd asked for a different one. Don’t worry. We can just ‘There's a problem with the keyboard on this laptop. It seems to be broken. OK. Leave it with me and we'll — for you, Tbought this DVD player here yesterday, but it won’t turn on. Oh, I'm sorry. Letme for you. Speaking: politely insisting | You may need to insist. Start with an appropriate phrase firmly. If necessary, repeat what you want to happen. Listen to the conversation below. What solutions does the salesperson propose? Hi. [bought a handheld computer recently, and I'd like to get a refund. Unfortunately, I lost my receipt. I'm afraid we don’t usually give refunds without a receipt, sir. I'm sorry, but I definitely bought it here, The problem is that we need a receipt, : Tunderstand that, but maybe you can check your records. I paid by credit card. My last name is Jackson. OK, yes. Here it is, Mr. Jackson. Now, what seems to be the problem? Itdoesn’t work. Oh, and there was no case for it. Customer: Customer: Salesperson: We could repair it for you and we can supply the missing case. I'm sorry to insist, but I would really prefer to have a refund. The other thing we could do is exchange it for another one. I'm afraid I'm going to have to insist on a refund. Vd like to buy another one from a different store. OK, sir. I'll need to get the manager, B Look at the conversation in Exercise A again. ‘What phrases does the customer use to politely insist? Underline them. Work in pairs. Role-play a situation like the one in Exercise A. When you finish, switch roles. Student A, you are the customer. You bought something (decide what), but there is a problem (decide what). Explain the problem and say you want a refund. You have lost the receipt. Insist politely! Student B, youare the salesperson. Ask for the receipt. Explain that you can’t give the customer their money without a receipt. Propose some * solutions.Collaboration: persuading others ‘+ Consider your audience. ‘Prepare your ideas. + Present your ideas. Respond to any questions or objections carefully A Read these ads for different credit cards. What are the key features of each card? What kind of person would want each card? e) Eco-Card The new credit card from Multibank helps you protect the environment as you spend! Every time you use it. we give 2% to EnviroAld €@ charity organization that invests in projects ‘found the world. Not eniy that. but every Eco-Card holder is entered into @ monthly raw to win an eco-vacation to one of EnviroAid's projects around the world! Soe eat Your Gold Plus card is your ticket to freedom. Ichas alow interest rate (14%) and it accepted everywhere you see the Gold sign Thatinciudes thousands of travel agents across the country “e-and when you buy tickets for any bus, train oF si give you a massive 10% discount! So what plane, we’ are you waiting fr? Hi the road with Gold Pls. ‘Work in pairs. You are going to design your own credit card and present it to the rest of the class. First, consider your audience (the other students). What do you know about them? Answer these questions. 1 What things do they buy? Brainstorm a list. 2 What things do they like and dislike? Brainstorm a list. 3 What issues are important to them? Brainstorm a list. 4 Which of the things on your lists do you think are most important to your audience? Puta star (*) next to them.¢ [29 With the same partner, complete this new product profile for your credit card. Use the information about your audience from Exercise B to help you decide on the key features. Make your ideas interesting, but realistic. NEW PRODUCT PROFILE Name of card: __________Types of people who will use this card: Key features: * FY Now design an ad for your credit card to appear in a magazine. Describe the image that will appear in your ad and write a short text like the ones in Exercise A. Remember who your audience Is. E [ff Present your ideas to the class. Follow the instructions below. ‘You and your partner Your aim is to persuade as many people in the class as you can to sign up for your credit card. * Describe the image and read the text from your ad. Remember that your body language and tone of voice are ‘very important. + Explain your ideas well, using what you know about your audience's ‘needs and interests. * Allow for questions and answers. GTI + Actively listen to their objections and ‘The rest of the class * Listen carefully to the description | of each credit card, Make notes of the things you like and don’t like about each card. Ask questions. After you have listened to all of the descriptions, decide which card to sign up for Yes, but you have to remember that Thats a good point, but. You're intorested in... so {think you should | Wouldn't you ke 10 ..? appealing to their emotions. Take a class vote. Which card is the most popular? Reflect... How did your knowledge of your classmates help you persuade them tosign up for your card?‘missing supply work wrong size exchange repair broken right one fit wrong one Complete each sentence with the correct word or words from the box. (10 points) 1 [bought some jeans the other day, but when I got home, realized they were dark blue, not black. Anyway, the store agreed to ______ them for some black ones. 2 Fit doesn’t work, take it back to the store. I’m sure they'll it for you for free. 3 1s this the lightbulb you got from the supermarket? It's the Wen need a low-energy one. 4 My new cell phone doesn’t —_______—. For some reason, it won’t send SMS messages. 5 When I opened the box, I realized the instructions were 6 Mom got me a new skirt, butit’s the ______.. Thope the store will exchange it 7 My new MP3 player didn’t have any headphones. The store said they would them. 8 I'mafraid I bought the wrong cell phone case. Do you think I could exchange it for the —_________? 9 Liz sent me a porcelain vase for my birthday, but when I opened the package, it was 10 Unfortunately, the gloves didn’t, my big hands. I'll have to exchange them. ‘A Complete these sentences with the or - (no article). (5 points) 1 [think that sports companies should advertise on the Internet. 2 Do you like ______ads for PlayStation® 3 that are on TV now? 3 [thought —_________._ company’s ad was very effective. 4 Almost all ________ people who saw the ad were shocked by it. 5 —______ young people usually respond well to humor in ads. B Rewrite each question as an indirect question using the opening phrase provided. (5 points) 4. How much is this? 4 What ads do you find interesting? an you tell me ——__? Could you tell me 2 2 Does the price include delivery? 5 How do ads persuade people? Do you know —____? Do you know # 3 Do ads affect how you shop? ‘Do you have any idea —__? can use indirect questions in polite situations. 40m pages 28 ‘and 30, SCORE: